Search Results for
"learning"

Purpose – The purpose of this study is to evaluate the role of internship in shaping lifelong learning trajectories of technical vocational education and training undergraduates. Design/methodology/approach – The study adopted a descriptive survey design. Structural equation modelling was used with the extended theory of planned behaviour (TPB) to evaluate the role of internship in shaping lifelong learning among Technical Vocational Education and Training (TVET) undergraduates. The study group comprised 365 third- and fourth-year TVET undergraduates from higher institutions in Lagos State, Nigeria, selected through a multistage sampling technique. Data were analysed using partial least squares structural equation modeling (PLS-SEM) through SmartPLS 3.0. to analyse data collected for the study. Findings – The result of the study shows that internship have a significant relationship with attitude, self-efficacy, subjective norms and behavioural intentions, but subjective norms only have significantly relationship with lifelong learning. Originality/value – Students’ participation in internship gives them real work experience which will be beneficial to employers and complement technical vocational education programmes, as they are exposed to real-life situations. © 2025 Emerald Publishing Limited

Purpose – The purpose of this research article is to explore the strategies and frameworks employed for Industry 4.0 integration, study the effects of Industry 4.0 integration on student engagement and outcomes, identify the challenges faced by educators due to the integration of Industry 4.0 in higher education institutions (HEIs) and suggest curricular designs aligned with Industry 4.0 job market requirements. Finally, strategies for equitable access and the long-term impacts of Industry 4.0 integration on the education landscape and job market are identified. Design/methodology/approach – Research articles from various electronic databases such as Google Scholar, Scopus, Science Direct and Web of Science are reviewed and analyzed. Then, research gaps are identified, and six research questions are developed and addressed. Findings – It has been observed that a strategic framework is required for the effective integration of Industry 4.0 technologies in HEIs. This framework should highlight collaboration between academia and industry, robust professional development programs for educators and innovative curricular designs. Integration of Industry 4.0 in HEIs has positively impacted student engagement and learning outcomes, but it also brings challenges for educators. Well-established strategies are required to bridge the digital divide and address the key concern of equitable access. In the long term, Industry 4.0 integration in HEIs will help to meet the dynamic needs of the future job market and reshape the higher education landscape. Practical implications – This research provides practical implications to HEIs, policymakers and educators to effectively integrate Industry 4.0-enabled technologies. This integration will lead to improvement in teaching and learning experiences, curriculum development based on industry requirements and promotion of equitable access to education. This will drive the innovations among students and make students ready for the industry skill requirements, which will lead to sustainable economic growth. Originality/value – This study provides a comprehensive review of the multifaceted impacts of Industry 4.0 technologies on higher education. © 2025 Emerald Publishing Limited

Purpose – This study aims to explore the relationship between gender, mathematics achievement and mathematical self-efficacy among vocational college students. Design/methodology/approach – This study involves 189 first-year vocational undergraduate students from Sichuan Polytechnic University, including 151 male students and 38 female students. A questionnaire survey was conducted to collect data on mathematical self-efficacy, mathematics anxiety and related factors. Statistical analyses were performed to examine differences across gender and achievement groups. Findings – The results indicate that both gender and mathematics achievement significantly associated with mathematical self-efficacy. Female students reported higher levels of test anxiety, homework confidence, performance concerns and classroom interaction anxiety compared to male students, exhibiting greater anxiety and self-doubt. Additionally, students in the high-achievement group demonstrated higher mathematical confidence and lower anxiety, whereas those in the low-achievement group experienced stronger anxiety and lower mathematical self-identity. And there are no significant gender differences in mathematics achievement. Research limitations/implications – The study’s limitations include a relative homogeneous sample and the lack of control over other potential influencing variables, and the data were collected through self-reported questionnaires, which may be subject to social desirability bias and potential over- or underestimation of students’ actual abilities. Originality/value – Overall, the findings highlight the combined effects of gender and mathematics achievement on mathematical self-efficacy, offering implications for instructional strategies aimed at enhancing student’ confidence and mathematics learning experiences. © 2025 Emerald Publishing Limited

Purpose – Cultural intelligence (CQ) is a key ability that enables employees to effectively interact with individuals from different cultures. Research suggests that not all individuals self-assess their CQ learning similarly. This exploratory study aims to identify systematic inter-individual differences in self-assessed CQ development arising from environmental sensitivity, a relevant trait given that research estimates that 20–30% of individuals are highly sensitive. Design/methodology/approach – This study examines the contribution of an intercultural learning program to CQ development. It draws on survey data collected from all participants in multiple cohorts over 11 years. The participants were highly qualified junior employees representing 25 countries, with 96% from Europe. Data were gathered prior to and following program participation to evaluate changes in self-assessed CQ. Findings – Results indicate that participants with greater environmental sensitivity reported lower self-assessed CQ development. Team size moderated this relationship: the negative association was significant in dyads, but not in triads or quads. Higher levels of prior international experience did not significantly affect the outcome. Originality/value – The study contributes to the understanding of CQ development by highlighting the role of environmental sensitivity, an often-overlooked trait, and it critically assesses the validity of the prevailing evaluation of the effectiveness of CQ learning based on self-assessments in both research and practice. The results offer insights for the design of CQ learning programs and underscore the need to consider the unique challenges faced by environmentally sensitive learners in enhancing their CQ. © 2025 Maike Andresen and Isabel de Sivatte

The effective integration of environmental engineering principles (EEPs) into national systems is a critical lever for achieving sustainable development goals. This study investigates the systemic barriers and enabling strategies for incorporating EEPs into a key sector—higher education—within the context of Uzbekistan. A mixed-methods approach was employed, utilizing surveys and semi-structured interviews with 300 professors, administrators, and postgraduate students. The results reveal a significant gap between awareness and implementation: while 65% of faculty and 82% of administrators demonstrated high awareness of sustainability concepts, only 8% perceived the current curriculum integration as comprehensive. Critical barriers were identified, including an overcrowded curriculum (rated 4.6/5), a deficit in faculty expertise (4.4/5), and a lack of localized teaching resources (4.2/5). Conversely, stakeholders strongly favored (92% support) solution-oriented strategies such as project-based learning addressing real-world environmental problems. The study concludes that successful integration necessitates a systemic overhaul, not merely curricular additions. Key recommendations for policymakers and institutional managers include strategic curriculum redesign, substantial investment in faculty capacity building, and the development of context-specific educational resources that address Uzbekistan's pressing environmental challenges, such as water resource management and climate change mitigation. This systemic analysis provides a transferable framework for embedding sustainability principles into national educational structures to foster environmentally literate professionals. © 2025, Ecozone, OAIMDD. All rights reserved.

Purpose – The purpose of this paper is to empirically test whether or not an online business simulation game (OBSG) can enhance key soft skills and self-perceived employability. Design/methodology/approach – This research employed a blended learning approach to syllabus delivery. Five soft skills and self-perceived employability were measured before and after OBSG gameplay using previously validated scales and analyzed using linear mixed models. Findings – Key soft skills notably teamwork, communication and problem-solving can be enhanced via online business simulations. Additionally, individual self-perceived employability was significantly improved, while time management significantly declined. Practical implications – The use of OBSGs can improve soft skill development and be embedded into regular curriculum courses via blended learning. This research should inspire educators to further use technology as a way of motivating learners to actively engage in their studies and promote employability skills without sacrificing learning outcomes. Originality/value – This article provides empirical validation of the benefit of OBSGs, specifically with respect to improving select employability skills so sought after by employers, thereby helping to bridge the employability skills gap. © 2025 Emerald Publishing Limited

With rapid development of information technology, virtual simulation technology has gradually integrated into the teaching system of vocational colleges and has become an important means to improve teaching quality and effect. However, the existing teaching feedback mechanism is often single and lagging, and it is not easy to comprehensively and in real time reflect the teaching effect and students’ learning status. Therefore, this study aims to explore how virtual simulation technology can optimize the multi-level feedback mechanism in the information teaching of vocational colleges to realize the precise regulation and personalized guidance of the teaching process. Vocational colleges pay attention to cultivating practical skills, and virtual simulation technology can provide a working environment close to accurate, effectively making up for the shortcomings of traditional teaching. However, the lack of adequate feedback mechanism makes it difficult to maximize the teaching effect. This study constructed a multi-level feedback system based on virtual simulation technology, including three levels: real-time interactive feedback, phased evaluation feedback and comprehensive analysis feedback. In the experiment, we selected 1000 students and 50 teachers from three vocational colleges as the research objects and carried out a one-semester teaching practice. The experimental results show that after the introduction of a multi-level feedback mechanism, students’ academic performance has improved by 20% on average, their practical skills have improved by 25%, and their learning satisfaction has reached 90%. At the same time, teachers’ teaching efficiency has increased by 15%, and their teaching satisfaction has reached 95%. In addition, the accuracy rate of real-time feedback of the system reaches 88%, the accuracy rate of phased evaluation reaches 92%, and the accuracy rate of comprehensive analysis reaches 95%. Virtual simulation technology optimizes the multi-level feedback mechanism in information teaching of vocational colleges, which can significantly improve teaching and students’ learning effects, and provide strong support for innovation and development of vocational education. © The Author(s) 2025

This chapter focuses on the use of active learning strategies in entrepreneurial learning with an example of case-based learning to prepare university students for the future of work. The chapter aims to expand the understanding of the benefits of planning and applying a combination of active learning strategies with an example of case-based learning in the entrepreneurial learning programme of the faculty of business education. The author used a qualitative approach in terms of an exploratory systematic review of the literature concerning the role of active learning in entrepreneurial learning (EL). Based on the analysis of the findings, the author concludes that the solution to effective entrepreneurship education is the use of active learning activities to stimulate students’ mindset to develop entrepreneurial skills. The practical implications are that the use of active learning in EL can develop a spirit of creativity and empower students to become job creators instead of job seekers as HEIs prepare them for work environments in wage or self-employment after graduating. © 2026 by IGI Global Scientific Publishing. All rights reserved.

Introduction: This study assesses an andragogical teaching model, INSPIRA, deployed in continuing education (CE) programs at a private university in Mexico. Workshops have been conducted to train CE facilitators (instructors) on this model, which was first implemented in 2016. This research aims to evaluate the effectiveness of these teaching model workshops and to identify areas for improvement based on facilitators’ perceptions, drawing on the theories of competency development and job satisfaction. Methods: A mixed-methods approach was utilized, incorporating historical data, surveys, and focus groups. Historical data were gathered from institutional records, including teaching evaluations for 536 facilitators conducted both before and after their training on the teaching model. From this group, 158 facilitators completed a researcher-developed survey assessing the impact of the training. Furthermore, two focus groups were held with 16 facilitators in total. Results: The results indicated a statistically significant enhancement in teaching evaluations following the training, with mean evaluation scores increasing by 0.82 points on a 10-point scale (p ≤ 0.001). More than 60% of facilitators reported improvements in teaching clarity, relevance, and practicality. Approximately 65% expressed that the topic became more applicable to their work, while only 30% observed increases in visibility, recognition, or income. Qualitative feedback indicated that facilitators appreciated the model’s clarity, structure, and focus, but suggested that workshops should be tailored to specific continuing education programs, supplemented with ongoing support, and regularly updated. Discussion: In conclusion, the workshops effectively improved facilitators’ teaching competency. However, there is a need to enhance the components of job satisfaction. Significant increases in teaching evaluations are associated with facilitators’ improvements in structuring sessions, applying adult learning principles, and using technology, boosting their confidence and professional identity. However, these benefits didn’t always lead to recognition or income, requiring institutional support. Tailoring workshops to different modalities and providing certifications could further enhance implementation and facilitator engagement. The reliance on self-reported data and the study’s singular institutional context limit the applicability of its findings. © © 2025 Torres Mata, Miranda Becerra and Vázquez-Villegas.

This chapter discusses the evolving relationship between artificial intelligence and education by arguing that AI should empower educators rather than replace them. While AI offers significant benefits such as personalized instruction, improved lesson planning, and enhanced assessment capabilities, education fundamentally requires human connection, empathy, and adaptive instruction that AI cannot replicate. We suggest a five-pronged model that redefines educators’ roles in light of AI advancements and in conjunction with the Technological Pedagogical Content Knowledge (TPACK) technology integration framework. Our model posits the role of educators with AI integration as Innovators, Instructional Designers, Facilitators of Critical Thinking, Ethical and Moral Guides, and Social-Emotional Mentors. The chapter explores practical applications of AI for content creation across curriculum planning, presentational instruction, interactions, and assessment, and offers guidance for educators to effectively integrate AI while maintaining pedagogical oversight and the human element of teaching. The role of educators worldwide is rapidly evolving in the face of ongoing technological advancements, especially with artificial intelligence (AI) recently emerging as a disruptive tool in many facets of the educational landscape. We now live in a world where educators have real concerns about the potential impacts of AI on education, including benefits and unintended consequences. Some have documented threats to teaching and learning, such as academic integrity concerns (Perkins, 2023), that prompt maintaining a cautious and balanced approach to AI integration. Yet, AI can also be a powerful tool to transform how teachers design, deliver, and adapt their curriculum (Adigüzel et al., 2023). As our classrooms grow increasingly more diverse, AI offers educators the ability to create tailored materials that cater to individual learning needs (Kolluru et al., 2018), streamline lesson planning (Bucchiarone, 2024), and enrich the overall learning experience (Barrios-Beltran, 2024). AI’s potential to enhance education is also linked to several positive learning outcomes, including enhanced engagement, motivation, and skill development (Xu, 2024). Furthermore, this growing body of research serves to highlight several important impacts on education. First, there is a need for educational stakeholders to better prepare students and teachers for the appropriate use of AI. AI competencies need to be integrated into content curricula to assist learners in developing such skills and appropriate uses, and we need to provide more AI professional development for educators at all levels. Second, the role educators play in terms of shaping the use of AI is still evolving. Notably, the presence of AI in education has significantly increased the imperative for educators to better understand AI tools, their uses and misuses, and to leverage them in their teaching and learning practices. As Velander et al. (2024, p. 4086) note, “This ʼnew normality’ requires teachers to be able to teach about different aspects of AI related to different subject topics as well as different age groups.” We argue here that the role of educators should be redefined to empower them to harness the potential of AI, rather than be replaced by it. By integrating AI-driven methods, teachers can not only save time (Fitria, 2023) but also unlock new creative possibilities in the classroom (Habib et al., 2024) that have the potential to empower them to meet the unique challenges of modern education. To further illustrate these opportunities, this chapter explores how educators must transform their roles as educators to successfully integrate AI into their instructional practices. Whether you are a veteran educator or new to teaching, this chapter will provide actionable insights and examples to help you integrate AI into your educational practices. © 2026 by IGI Global Scientific Publishing. All rights reserved.